Details of Research Outputs

Previous studies point to the positive effect of Classroom Response Systems (CRS) on teaching and learning. We explore two learning dimensions that may influence the effectiveness of CRS: 1) Type of knowledge taught (conceptual vs. procedural knowledge and 2) Social presence (students’ participation level in group learning through informal chat group and meetings outside classroom to discuss academic materials). Our sample consists of over 2500 undergraduate students in the courses of Corporate Finance, International Finance, and Introduction to Business Law over three consecutive semesters from 2014 to 2015. We employ cross-sectional, panel data and structural equation model (SEM) models with control for gender, time-of-day effect (morning vs. afternoon session), student origin (mainland, local, and foreign), instructor, subject, and semester. Our findings indicate that the effect of CRS on learning performance is more positive regarding conceptual compared with procedural knowledge. Furthermore, students with a higher level of social presence exhibit a stronger motivation to learn and better academic performance when CRS is used.